Video & Transcript Research : 'dependent student'
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NH
Transcript Highlights:
- important student IDs are to students important student IDs are to students who<00:19:50.240>
- claim for the dependent, then the dependent is committing blatant voter fraud.
- It goes on to state that dependent students must be able to claim dependency upon a New Hampshire resident
- c> is for the dependent then the dependent is for the dependent then the dependent is committing<
- does goes on to state that dependent does goes on to state that dependent students<01:06:58.520>
US
US Federal 2025-2026 Regular Session
US House Floor Proceedings (Tuesday, January 13, 2026)
US Federal House Floor Meeting
Transcript Highlights:
- Nearly 1.5 million K-12 students depend on Title I, IDEA, school nutrition, and other federal supports
- Nearly 1.5 million K-12 students depend on Title I, IDEA, school nutrition, and other federal supports
- Nearly 1.5 million K-12 students depend on Title I, IDEA, school nutrition, and other federal supports
- Nearly 1.5 million K-12 students depend on Title I, IDEA, school nutrition, and other federal supports
- These are real students whose ability to learn, communicate, and thrive depends on fulfilling the promises
NM
New Mexico 2026 Regular Session
Senate Chamber Feb 12th, 2026 at 12:12 pm
New Mexico Senate Floor Meeting
Transcript Highlights:
- President, Senator, it depends.
- It really depends.
- President, it depends on the, um,... Mr. President, it depends on the student they have.
- So from $14,000 to $24,000, depending on the needs of the student. Is that about right? Mr.
- We're going to help our students.
FL
Florida 2026 Regular Session
Appropriations Committee on Pre-K - 12 Education Jan 15th, 2025
Appropriations Committee on Pre-K - 12 Education
Transcript Highlights:
- This is for students identified as gifted, which does not This is for students identified as gifted,
- , with respect to students in particular areas, students who I don't know.
- or a student in a district.
- It can take a couple of days depending on the student, depending on what's needed.
- of those students.
Summary:
The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process.
The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data.
The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.
AR
Arkansas 2026 1st Special Session
EDUCATION- HOUSE EARLY CHILDHOOD SUBCOMMITTEE Feb 17th, 2026
Transcript Highlights:
- So, for an ABC student, roughly the cost per student that is paid is $5,105.
- Yet our teacher-to-student ratio is far different, especially if we look at infant care.
- Or will it be used in any way to reduce the number of students?
- I would imagine it would be variable, depending on the school district... ...depending on the school
- Depends. It depends on their age and it depends on which programs they qualify for, but perhaps.
Summary:
The committee met to review the minutes and then held a workshop-style discussion with Arkansas Department of Education early childhood officials about the state’s early learning programs, funding, and access. Officials explained that the state-funded ABC program has been largely flat for years, rising from $11 million to about $14 million in 2018, while the federally funded SRA/CCDF side is much larger. They described differences between the programs, including ABC’s 10-month school-year structure, current enrollment of about 23,000 children in ABC and about 14,871 in SRA, and a SRA wait list that has grown to roughly 2,971 children. Members raised concerns about rural access, school-based versus community-based providers, reimbursement rates, and the need to align early childhood funding with K-12 and kindergarten readiness goals.
A major topic was the recent $14.741 million PDG B-5 competitive grant. Officials said it is a one-year systems-building grant, not a direct services grant, and will support local leads, CLASS observations, workforce efforts, and data systems while helping offset some costs that otherwise would have been paid through CCDF. Members also discussed the end of a federal pre-K funding stream in June, with children either moving into ABC slots or requalifying for SRA, and the state’s new enrollment-based payment approach, which officials said saved about $576,000. The committee also heard that the current cost-of-care study is about three years old and that a new market-rate survey is being planned.
Several members questioned dual enrollment in home visiting/HIPPY and ABC, with officials saying about 1,200 children are enrolled in both and that limiting double enrollment could save about $2.4 million and affect roughly 470 children. Members also asked about provider closures after rate changes; officials said eight providers cited funding as a reason for closing, while 26 new providers have been added under the new rates. The discussion ended with broad agreement that the committee should continue regular updates, keep providers and families informed, and explore policy changes, waivers, and possible state investments to improve stability, access, and quality in early childhood education.
US
US Federal 2025-2026 Regular Session
US House Floor Proceedings (Tuesday, February 10, 2026)
US Federal House Floor Meeting
Transcript Highlights:
- Democrats choose dependence and delay.
- Democrats choose dependence and delay.
- Democrats choose dependence and delay.
- Democrats choose dependence and delay.
- Democrats choose dependence and delay.
NH
New Hampshire 2025 Regular Session
Commission to Study Costs of Special Education (09/30/2025)
Transcript Highlights:
- In 2023, 3,730 students.
- You're looking at back in 2000, 3,747 students, and now there's 6,040 students.
- In 2023, 3,730 In 2023, 3,730 students. students. students.
- Um, we have some data on what it costs to provide services to students depending on where they are. next
- <01:15:49.040>
depending provide services to students depending provide services to students
Summary:
The commission held an organizational meeting under SB 57 to study the cost of special education, with the meeting streamed publicly at the chair’s request. Members introduced themselves, and the chair explained that the bill creates two separate pieces, one dealing with SAU structure and the other with a commission on special education costing. He outlined his background in education and special education and said the commission’s work would focus on understanding and controlling special education costs.
The commission reviewed its membership requirements and noted several vacancies or unfilled appointments, including the special education advocate, two governor-appointed parent advocates, and a Department of Health and Human Services representative. The members then elected Representative Rick Ladd as chair, Representative Dick Ames as vice chair, and Representative Megan Murray as clerk. Representative Ames briefly described his legal and policy background in disability and special education work in Massachusetts and New Hampshire.
The chair then walked through the commission’s study topics, including referral rates by IDEA category, reasons for increases in categories such as autism and other health impairment, post-COVID referral trends, pre-referral interventions, Medicaid and 504-related costs, out-of-district placements, dispute resolution, billing practices, privacy, reimbursement, legal services, graduation rates, attendance, and adult learning. Members discussed how special education costs are distributed, noting that the state spends about $977 million annually on special education, with only part covered by state aid and the remainder largely borne by local districts. Testimony also noted that out-of-district placement costs have risen sharply since rate-setting changes around 2018, and that some categories may reflect changes in identification practices, medical factors, or broader population shifts. The commission agreed to continue reviewing the data and formulas in future meetings.
MN
Transcript Highlights:
- information on how Minnesota's students information on how Minnesota's students and<00:07:06.280
- like that for students um it depends on like that for students um it depends on whatever<00:24:32.200
- these formulas and identifiable student these formulas and identifiable student information<00:37
- 16,42 students 16,42 students 6,626<00:57:33.520>
family <00:57:33.839>members <00: - the state have to send the student the state have to send the student information<01:14:44.159><
Summary:
The committee met to hear a Minnesota Department of Education presentation on federal education funding and the potential effects of federal actions on those dollars. Chair Kunesh framed the discussion around concerns about threats to the U.S. Department of Education and noted that federal funds make up about 10% of Minnesota’s education budget, or roughly $1.4 billion. Senator Lang pushed back, emphasizing that 90% of school funding comes from state and local sources and urging the committee to focus on state mandates and how to pay for them. New member Senator Clark introduced himself and said he would teach ethics or running if he were a teacher.
Department staff explained that federal education dollars are divided between entitlement/formula funds and competitive/discretionary grants. They said Minnesota receives federal money through established systems and that the department is seeking clarity about how federal changes might affect the flow of funds, oversight, and program administration. They also outlined Minnesota’s legislative review process for federal funds, which includes several pathways such as the governor’s biennial budget, supplemental budget submissions, legislative advisory committee review, and expedited review processes when needed.
The presentation then focused on ESEA Title funding, especially Title I. Staff said Title I is one of the largest federal education programs in Minnesota, with about $200 million in current funding, and supports 476 local education agencies. They described how funds are allocated through Minnesota’s North Star accountability system and Compass support structure, based on measures such as poverty, graduation rates, and state assessment performance. Examples of allowable supports included professional development, attendance initiatives, reading curriculum, training, and peer coaching. Senators asked whether executive action could affect these funds and whether the money flows directly to districts or through the state; staff responded that they would avoid speculation and would continue explaining the different funding streams and oversight structure.
TX
ND
North Dakota 2026 1st Special Session
Special Education Funding Committee May 6th, 2026 at 09:00 am
Special Education Funding Committee
Transcript Highlights:
- And I think it would depend on the number of students and also depending on what you're looking at moving
- with students within students without.
- students.
- I had students who are 10th- and 11th-grade students.
- Every single student counts in that top half because every single student is a student.
ND
North Dakota 2026 1st Special Session
Legislative Management Jun 11th, 2026 at 08:00 am
Legislative Management
Transcript Highlights:
- on how many students applied.
- on how many students applied.
- Some students automatically apply, or some students automatically are eligible, yes. Mr.
- It's a few hundred students. And so, But the numbers are low. It's a few hundred students.
- It's a few hundred students. And so, but the numbers are low. It's a few hundred students.
HI
Transcript Highlights:
- allows you to have a weighted student allows you to have a weighted student formula<00:20:12.880
- . students. students.
- I guess what I'm asking students go.
- Depends on what >> It depends on Yeah. Depends on what we're<00:49:05.040>
replacing. - It depends.
TX
Transcript Highlights:
- How many students are homeschooled? We have that.
- . students that are enrolled in the public schools also available to other students in that same geography
- Let's say you had student before special education, you have that student now they're in special education
- to $2,000. $20,000 per student.
- OK, so it just depends on the severity.
Keywords:
infrastructure, water supply, flood mitigation, Texas Water Fund, community projects, funding allocations
Summary:
During this committee meeting, the focus was on discussing critical infrastructure funding, especially related to water supply and flood mitigation projects. Chairwoman Stepney and the Water Development Board presented extensive details regarding the Texas Water Fund, which included $1 billion appropriated to assist various financial programs and tackle pressing water and wastewater issues. Additionally, funding allocations aimed at compromising the state's flood risk and improving water conservation were hotly debated, emphasizing collaboration among committee members and the necessity of addressing community needs in such projects.
ND
North Dakota 2025-2026 Regular Session
Higher Education Funding Review Committee Jun 3rd, 2026
Transcript Highlights:
- That student factor does work similar to tax law, where the first 150 students will receive a certain
- So these are like med students, pharmacy students, law students.
- A full-time equivalent student does not include a student enrolled in the medical doctorate program at
- by students?
- Per FTE student—so full-time equivalent student means putting it into 15 credits for full-time, or 12
Summary:
The committee met to discuss higher education funding and capital building policy. Members first heard an update from NDUS Deputy Commissioner Lisa Johnson on low-producing academic programs. She described a proposed board policy using a five-year rolling window and thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, with programs flagged for three consecutive review periods going to the board. Possible outcomes would include continuation, continuation with modifications, inactivation, or termination. Members asked about how the review would account for program costs, service to other students, workforce demand, and the difference between inactivation and termination. Johnson said the board would consider broader factors and that campuses already do detailed program analysis. Several members also asked about cost savings and staffing impacts from program terminations, and Johnson said the board would try to provide more information later.
The committee then received a report on the Capital Building Fund from Jamie Wilkie. He reviewed the program’s history, matching requirements, and recent uses, noting that about $334 million in state and matching dollars has been invested overall, with most going to deferred maintenance and extraordinary repairs. Members discussed whether the program is reducing deferred maintenance and requested updated systemwide data on deferred maintenance and campus space utilization. Wilkie said the board is considering a new study to update deferred maintenance figures, which are based on information more than 12 years old. He also reported that several institutions have used current biennium funds for projects such as residence hall renovations, health sciences housing, generators, and building repairs.
Later, the committee began a detailed walkthrough of a draft bill that would replace the current higher education funding formula with an FTE-based model and also revise the capital building fund structure. The draft would use fall enrollment FTEs, add completion incentives for degrees in in-demand fields, and create a separate research funding component for UND and NDSU tied to doctoral completions and external research expenditures. Members raised concerns about the use of older data in the formula, the treatment of waivers, the weighting of professional and health sciences programs, and the use of CIP codes to define CTE and education incentives. The bill draft would also combine capital building fund tiers, broaden eligible uses for deferred maintenance and legislatively authorized projects, change matching requirements, repeal the old formula chapter and the capital pool, and transfer funds from the Strategic Investment and Improvements Fund into the capital building fund. No final votes were taken during the portion provided; the meeting was primarily discussion and review.
AR
Arkansas 2026 Regular Session
EDUCATION- HOUSE EARLY CHILDHOOD SUBCOMMITTEE Feb 17th, 2026
Transcript Highlights:
- So for an ABC student, roughly the cost per student that is paid is $5,105. ...student that is paid is
- ...thousand dollars for this same student. How much can we move that needle?
- I think there are students and families that are double dipping.
- It depends.
- It depends on their age and it depends on which programs they qualify for, but perhaps...
Summary:
The committee met to review early childhood education funding, access, and program sustainability, with Secretary Aleva and Director Ashland Abney providing updates on Arkansas’s ABC state-funded preschool program and the federal CCDF/SRA program. Members discussed the long-standing flat funding for ABC, which rose from $11 million to $14 million in 2018, compared with roughly $137 million in federal CCDF/SRA funding. Officials said ABC serves about 23,000 children, while SRA serves about 14,871 children and has a wait list of about 2,971 children. Members also asked for more data on rural versus urban access, provider types, and the number of slots and providers by region.
A major topic was how to improve quality and access while aligning early childhood with K-12. Officials said the department is moving from the Better Beginnings environmental rating system toward CLASS observations, using local leads and a kindergarten-readiness strategy tied to quality improvement. Members raised concerns about deserts and islands in service availability, the cost of school-based versus community-based providers, and the need to support infant-toddler care as well as preschool. The commissioner said early learning should be part of long-term state education investment, but that simply adding money would not solve access gaps without broader structural changes.
The committee also discussed recent funding changes and their effects on providers and families. Officials said a $14.741 million PDG-BFV competitive grant will support systems-building work, including local leads, workforce, data systems, and third-party CLASS observations, but it is a one-year grant and not direct service funding. Members questioned the impact of new co-pays, provider closures, and slot reallocations; officials said eight closures were tied specifically to funding changes, and that paying only for enrolled children rather than allocated slots saved about $576,000. They also discussed dual enrollment in home visiting and ABC, with officials estimating that limiting double enrollment could save about $2.4 million and potentially serve about 470 more children. The meeting ended with agreement to continue regular updates and further discussion, and the committee adjourned without a vote on legislation.
FL
Florida 2026 Regular Session
Appropriations Committee on Higher Education Mar 11th, 2025
Appropriations Committee on Higher Education
Transcript Highlights:
- , graduate students, and then professional students.
- That's primarily for us at UCF is driven primarily by our student body and our student size.
- That's primarily for us at UCF is driven primarily by our student body and our student size.
- students.
- a dental student, a law student, is much more expensive... ...student, a law student, is much more expensive
Summary:
The committee held an informational hearing on higher education funding, focusing on how Florida’s university system should be financed and whether a new funding model is needed. University system financial officers and Chancellor Ray Rodriguez discussed major cost drivers, including wages and benefits, utilities, maintenance, financial aid, research, and the effects of geography, institutional mission, and student mix. UF highlighted the cost of research and graduate programs; UCF and FAU pointed to growth, location, and cost of living; FAMU emphasized recruiting top-tier talent while relying on other revenue sources; and UNF noted the challenges of growth and long-term planning. Members also discussed the role of internal controls and audits in addressing excessive spending and questioned whether out-of-state tuition should be adjusted to help offset costs.
On revenue sources beyond state appropriations and tuition, the panel described auxiliaries, restricted funds, capital projects, and component units such as foundations and health systems. Several universities noted that some revenues are restricted to specific purposes and cannot be used for general operations. FAMU explained that a large share of its capital project funding reflected active campus construction, while UF said its component-unit revenue is largely tied to UF Health. The Chancellor emphasized that the system’s low tuition and strong state support are central to Florida’s national standing, but also noted that some auxiliary revenues are pledged to debt and must be managed carefully.
When discussing the current funding process, witnesses praised Florida’s performance-based funding model for aligning incentives with student success, transparency, and accountability. They also raised concerns about non-recurring appropriations, rising employee benefit costs, unfunded mandates, deferred maintenance, and the difficulty of multi-year planning. Suggestions for improvement included more recurring funding, better coverage of mandated costs, greater flexibility in fee-setting, and possible weighting for mission, geography, and institutional type. The Chancellor said the Board of Governors is considering a “version 3.0” of performance-based funding that would benchmark institutions against peers and Carnegie classifications, but any changes would require legislative action. On out-of-state tuition, most universities said they would prefer local board flexibility, while the Chancellor cautioned that increasing out-of-state enrollment or fees could affect future state support and should be balanced carefully.
FL
Florida 2025 Regular Session
February 20, 2025 - 09:00 AM
Transcript Highlights:
- So at Santa Fe, students can come in and transfer to a university. 70% of our students that apply are
- Our students never touch their campus, and they charge us a student activity fee.
- , that extra student fee.
- Is it that the students can earn a lot, that it's a short time period, that... ...that the students can
- Is it that the students can earn a lot, that it's a short time period, that. that the students can earn
Summary:
The Careers and Workforce Subcommittee met to discuss apprenticeship education and workforce development, with panelists from Santa Fe College, the Florida Refrigeration and Air Conditioning Contractors Association, ABC East Coast/ABC Institute, and Piper Fire Protection. Members heard that apprenticeships are growing in Florida, with panelists emphasizing that these programs offer paid, tuition-free training, progressive wage increases, and strong job placement in high-demand fields such as HVAC, electrical, fire protection, and construction. Panelists also described efforts to expand into new areas like accounting, cybersecurity, network infrastructure, and surgical technology, while stressing the importance of aligning programs with employer demand.
A major topic was funding and reimbursement. Panelists said the current model is complicated and often leaves providers with only a portion of the funds appropriated for apprentices, with one provider saying reimbursement can be as low as 44% and others describing caps, contract delays, and inconsistent CareerSource support. They argued that more of the money should reach training providers, that small businesses need more support to participate, and that transparency and contract reform could help expand enrollment and improve program quality. Several also raised barriers such as instructor approval rules, paperwork, and facility costs.
Members asked about admission criteria, program costs, employer incentives, outreach to high school students, and whether apprenticeships should have greater access to other funding sources. Panelists said the main requirements are being employed and willing to work and learn, and that outreach through schools, career fairs, community partnerships, and public awareness campaigns is essential. They also discussed articulation agreements that can provide college credit for apprenticeship training and suggested statewide credit recognition and possible direct funding to providers as policy improvements. No votes were taken, and the meeting ended with the subcommittee adjourning.
NM
Transcript Highlights:
- In terms of students, we're very proud of our student body.
- Twenty students have master's degrees, and eight have prior military students.
- By the time we look at students' abilities, So, you said 20 of the students are non-residents.
- student information.
- I heard you earlier talking about the 10-14 students, Native American students specifically.
Keywords:
interstate medical licensure compact, physician licensure, medical license reciprocity, expedited licensure, medical practice act, New Mexico medical board, compact commission, physician mobility, telemedicine, license portability, background check, disciplinary action, joint investigation, reproductive health care, gender-affirming care, scope of practice, medical board transparency, multistate compact, licensure renewal, health care workforce
MN
Transcript Highlights:
- Essentially protecting students and staff.
- We're investing in the student experience and the facilities that students want.
- To serve the students that make up Minnesota's current and future workforce.
- Students from your districts: 38,600 first-generation students, 56,000 low-income students, and almost
- It does, and the number of students and what's happening.
Bills:
HF3220
Keywords:
school safety, school security, emergency access, law enforcement access, master key box, secure key box, entry device, school grants, education finance, Department of Education, charter schools, school districts, cooperative units, appropriation cancellation, one-time appropriation, school safety plan, emergency preparedness, public safety, school building security
MN
Transcript Highlights:
- they had interaction with said student. they had interaction with said student.
- got that perspective from the students. got that perspective from the students.
- and places students at risk for student and places students at risk for student dropout<01:04:41.839
- needed to adequately meet student needs. needed to adequately meet student needs.
- such a negative impact on our students. such a negative impact on our students.